This is a Lab which I received from my Cooperating teacher Mrs. Lynn Hannah.
Lesson Title: Earthquake Resistance
State Standards:
ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.
3b-** Evaluating fast processes ( erosion, volcanoes and earthquakes) to determine how the Earth has changed and will continue to change over time.
Context of Lesson:
In this class the students will be trying to build buildings which will be more earthquake resistant. The students will use their prior knowledge on earthquakes and how they work to help them build structures which they think are more likely to withstand the vigorous shaking of an earthquake. The students will be placing their buildings on a shake table which will be created by the teacher. The students goal will be to have their structures which will be made out of clay and coffee stirrers to withstand the shaking of the shake table. This lab should take the whole class period which is 50 minutes. The students will be finishing a data table as well as drawing a diagram of their building and answering questions which will be provided by the teacher.
Opportunities to Learn:
Depth of Knowledge
DOK 2 Skills and Concepts- The students will be making observations and collecting data throughout the earthquake resistance lab.
DOK 3 Strategic Thinking- The students will be using concepts to create answers to the question of how to create an earthquake resistant building.
Prerequisite Knowledge
Students will have received notes on faults and earthquakes, as well as done a homework assignment regarding their knowledge on earthquakes. The students will then be able to use their knowledge on earthquakes and how waves work to create a building which is earthquake resistant.
Plans for Differentiating Instruction
Advanced Student- This student may be challenged by creating a building which is more than 20 cm high. The teacher can offer extra credit if the students create a taller building that remains to be earthquake resistant. Lower Level Student- This student may be working with the advanced student and will be able to get help with creating techniques for creating the building. If the lower level students are in a homogeneous grouping then they could be allowed to create a shorter building, or create a 20 cm high building but only move the shake table over one inch opposed to two inches.
Accommodations and modification
One way in which you can accommodate for the lower level students would be to let them work on the project, but if they are struggling give them little hints as to how to create a stronger building. Of course the teacher wont necessarily tell them how to build the building, but they can ask questions which will lead them towards the answer. This student will then be more likely to create a building which is more likely to withstand the shaking.
Environmental factors
The students will be in groups of 2 while they are building their structures which will be tested on the shake table. The teacher will be assigning the groups for the students.
In this lab the students will be building structures which will be trying to withstand a mock earthquake. The students will be able to make predictions about what makes a building more durable and less likely to collapse during an earthquake.
Also this lab will be used to show how buildings collapse during earthquakes which is a devastating affect that earthquakes have on the earth. After completing this lab students should be able to state multiple ways how earthquakes can effect the world around them very quickly.
Instruction:
Opening:
To start the class the teacher will pass the lab out and then be explaining the lab to the students.
The teacher should read through each of the steps of the lab and clearly state the expectations for this lab. Remember to remind the students that they can use any resources that they have learned about earthquakes and buildings to create their structure.
Then the teacher must break the students off into groups so they can work together to build their structures.
Engagement:
The students will receive a lab sheet with specific instructions on it on how to complete the lab.
The students will have 25 minutes of class to use the stirrers and clay to build structures which are at least 20 cm tall. After the students create their structure they must draw a diagram of the structure on their lab worksheet.
Throughout this lab the students will be making predictions such as how many trials it will take for their building to collapse on the shake table. Also the students will be interpreting their data and applying their knew knowledge on the structures to state how they would improve their buildings.
The students will have some guidelines to making their building but there will be some specifics which they must follow. The buildings must be made out of only the clay and the coffee stirrers, and the buildings must be at least 20 cm tall.
After the students who are in groups of 2 have built their buildings they will be bringing them up to the teacher for them to be tested on the shake table. There will be four shake tables up in the front of the room this way the students are not waiting around for a chance to see if their buildings will withstand the earthquakes.
Under the teachers supervision the students will be moving the shake table to one side 2 cm while their buildings are placed on top of them. When the cardboard is released the shake table will shake and the students will see if their buildings withstood the earthquake. The students will be doing 4 trials of this and taking down any observations which they have after each trial.
After the students have put their buildings through the earthquake test, they will be going back to their seats and answering the questions which go along with the lab.
Closure:
I will stop the class about 5 minutes before the bell to discuss any questions which the students have encountered about the earthquake lab and try to link back the main idea which is the effect of earthquakes on the earth.
I will then have the students do their exit slips which will be "What are components of some of the buildings that allowed them to be more durable during the earthquakes?"
Assessment:
The students will be assessed when the lab is collected by grading the students on following the guidelines on creating their building, their data, the diagram, and the questions that went along with the lab.
The students will also be asked questions on this topic on the Unit Test.
Lesson Plan
Link to The Changing Earth Unit
Next Lesson
This is a Lab which I received from my Cooperating teacher Mrs. Lynn Hannah.
Lesson Title: Earthquake Resistance
State Standards:
ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.3b-** Evaluating fast processes ( erosion, volcanoes and earthquakes) to determine how the Earth has changed and will continue to change over time.
Context of Lesson:
In this class the students will be trying to build buildings which will be more earthquake resistant. The students will use their prior knowledge on earthquakes and how they work to help them build structures which they think are more likely to withstand the vigorous shaking of an earthquake. The students will be placing their buildings on a shake table which will be created by the teacher. The students goal will be to have their structures which will be made out of clay and coffee stirrers to withstand the shaking of the shake table. This lab should take the whole class period which is 50 minutes. The students will be finishing a data table as well as drawing a diagram of their building and answering questions which will be provided by the teacher.Opportunities to Learn:
Depth of Knowledge
DOK 2 Skills and Concepts- The students will be making observations and collecting data throughout the earthquake resistance lab.DOK 3 Strategic Thinking- The students will be using concepts to create answers to the question of how to create an earthquake resistant building.
Prerequisite Knowledge
Students will have received notes on faults and earthquakes, as well as done a homework assignment regarding their knowledge on earthquakes. The students will then be able to use their knowledge on earthquakes and how waves work to create a building which is earthquake resistant.Plans for Differentiating Instruction
Advanced Student- This student may be challenged by creating a building which is more than 20 cm high. The teacher can offer extra credit if the students create a taller building that remains to be earthquake resistant.Lower Level Student- This student may be working with the advanced student and will be able to get help with creating techniques for creating the building. If the lower level students are in a homogeneous grouping then they could be allowed to create a shorter building, or create a 20 cm high building but only move the shake table over one inch opposed to two inches.
Accommodations and modification
One way in which you can accommodate for the lower level students would be to let them work on the project, but if they are struggling give them little hints as to how to create a stronger building. Of course the teacher wont necessarily tell them how to build the building, but they can ask questions which will lead them towards the answer. This student will then be more likely to create a building which is more likely to withstand the shaking.Environmental factors
The students will be in groups of 2 while they are building their structures which will be tested on the shake table. The teacher will be assigning the groups for the students.Materials
Large box lids, Marbles, Rubber Bands, Stapler, Cardboard, Modeling clay, Stirrer straws, Scissors, Ruler, Shake TableObjectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)